Youth Transition. Presentation by Cherie Takemoto, Executive Director

Transcription

1 PEATC Youth Transition presented by Cherie Takemoto, Executive Director to the President s Committee on People with Intellectual Disabilities Forum on Employment September 8, 2008 Presentation by Cherie Takemoto, Executive Director 1

2 PEATC Celebrating 30 Years of Building Better Futures for Virginia s Children Parent Training and Information Center 1983 Local Parent Educator Resource Centers 1985 NEXT STEPS Transition Team Training 1991 Multicultural Team Training (with GMU) 1993 Latino Outreach Initiative 1998 Managed Care Maze 1999 Literacy Access Online (with GMU) 2006 Parent Information & Resource Center (NCLB) 2007 Parent Training Information Center for Transition 2

3 Pete Scampavia Age: 20 Likes: Wii, girls, friends, weather and dog Wants to: be a history teacher, get married and live on his own 3

4 Why do anything? 4

5 National Longitudinal Transition Study -2 (NLTS2) 12% of youth have an intellectual disability and are most likely to live. In households with incomes less than $25,000 (54%) With a parent who is a high school drop out (32%) With a parent who is unemployed (29%) 5

6 National Council on Disabilities an overwhelming number of youth with disabilities are under educated, under qualified for today s job market or unemployed, and unprepared for the rigors of post-secondary education. -Transition & Post-School Outcomes for Youth with Disabilities: Closing the Gaps to Post Secondary Education & Employment,

7 Recent Census Report: Employment 56% people with disabilities employed 88% people without disabilities employed 7

8 President s Commission on Excellence in Special Education federal programs fail to direct the necessary resources to increase the successful transition of students with disabilities -GEAR UP/TRIO Upward Bound and Talent Search Programs - Department of Rehab Services directives to States - Workforce Investment Act - SSA Ticket to Work/Work Incentives

9 What are some opportunities and challenges in IDEA 2004?

10 IDEA 2004 Congress finds: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. This includes things such as: Living independently Making choices Enjoying self-determination Pursuing meaningful careers Enjoying full inclusion and integration in the economic, political, social, cultural, and economic mainstream of American society. 10

11 Individuals with Disabilities Education Improvement Act of 2004 Purpose: A free appropriate public education... designed to meet their unique needs and prepare students for further education, employment and independent living. Shift in emphasis from a culture of compliance to a process of: *Results oriented approach. *Focus on improved results. 11

12 Transition Results Oriented Focus Improving academic and functional achievement movement from school to life Postsecondary Education Career and Tech Education Integrated Employment - Adult Living Independent living/community Life

13 Transition Planning Begins at 15 (before age 16) or whenever IEP Team decides. Driven by the student: considers the students strengths, preferences, interests. Can strengthen linkages among community agencies. Transfer of parent rights when students turns 18. Schools must provide a summary of performance when student graduates. 13

14 Student Must be the Focus Strengths Preferences & Interests Education after High School Adult Services Independent living Community Participation 14

15 What happens when the student turns 18? Sec Transfer of parental rights at age of majority. (a) A State may provide that, when a child with a disability reaches the age of majority under State law that applies to all children (i) The public agency must provide any notice required by this part to both the child and the parents; and (ii) All rights accorded to parents under Part B of the Act transfer to the child

16 Summary of Performance Critical as a student transitions from high school to higher education, training and/or employment Documentation of eligibility/need for reasonable accommodations and supports under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act What the student needs for success in postsecondary settings and employment Useful for the Vocational Rehabilitation Comprehensive Assessment process. 16

17 Accountability in IDEA The primary focus of Federal and State monitoring activities shall be on (A) improving educational results and functional outcomes for all children with disabilities; and (B) ensuring that States meet the program requirements under this part, with a particular emphasis on those requirements that are most closely related to improving educational results for children with disabilities. Section 616 (a) (2) 17

18 State Accountability and State Performance Plans Graduation Drop out Assessment Suspension and Expulsion Parent Involvement Disproportionate Representation Secondary Transition Post School Outcomes 18

19 What will improve youth transition results? 19

20 Transition Recommendations 1. Begin with the end in mind make sure that students, families, teachers and providers understand that people with intellectual disabilities can be successful and what it takes to get there

21 Transition Recommendations 1.Begin with the end in mind Start early shift thinking from planning during high school to elementary/middle school. General curriculum Inclusion Academic and Functional Goals

22 Transition Recommendations 2. Give families access to information particularly families least likely to have information about the potential of children with intellectual disabilities and the importance of their involvement

23 Transition Recommendations 3. Self advocacy/self-determination Students with intellectual disabilities the least likely to have choices or a say in their educational lives and futures Policy and initiatives needed that respect student hopes and dreams and make meaningful transition plans related to those dreams Spread the word it can work! 23

24 Transition Recommendations 4. Make sure that students with intellectual disabilities count disaggregate students by disability in State/local performance plans through IDEA and NCLB Ensure that schools can t hide students in segregated or alternative placements Ensure appropriate accommodations available

25 Transition Recommendations 5. Federal leadership and intergovernmental coordination Break down those walls! Open access to GEAR UP and TRIO college preparatory programs Work Incentive Act SSA Ticket to Work RSA guidance to states re: transitioning youth

26 Transition Recommendations 6. Age of Majority Study options for maximum selfdetermination and self advocacy Balance rights of student with retention of parental rights Ensure that parents remain a part of the IEP Team

27 Takemoto s Opinion The greatest limitations from having an intellectual disability are having low expectations or even worse - no expectations Raise your Expectations! Take on the challenge! Create new opportunities to make IDEA 2004 work for students with intellectual disabilities

28 PEATC Toll Free Fax PEATC Headquarters 100 North Washington Street Suite 234 Falls Church, Virginia (Voice/TTY) Richmond Regional Office 2922 West Marshall Street Richmond, Virginia (Voice/TTY) Hablamos Español También puede escribirnos a través del correo electrónico a la siguiente dirección, partners@peatc.org